The Old School House Nursery Aldridge

The Old School House Nursery Aldridge
Unique reference number (URN): 2783810
Address: 15 Station Road, Aldridge, WALSALL, WS9 0BL
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/04/2024
Registers: EYR
Registered person: Middleton Daycare Group Limited
Inspection report: 16 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff establish clear routines that provide children with consistency and security
throughout the day. Children understand these routines and move confidently between
activities and daily events. Staff use visual boards consistently across the setting, helping
children anticipate what will happen next and supporting their understanding of the daily
routine. As a result, children confidently discuss upcoming activities and demonstrate a
sense of belonging within the nursery environment.
Staff implement a consistent approach to behaviour management that reflects the needs of
children at different ages and stages of development. They set clear expectations and use
praise effectively to recognise effort, achievements and positive choices. This approach
helps children develop self-confidence, cooperate with others and engage positively in their
learning and play.
The setting incorporates enrichment activities into daily routines and adapts these
experiences to ensure that all children can participate fully, regardless of their age, stage of
development or individual needs. Secure attachments further support children's emotional
wellbeing and engagement. Consequently, children approach learning with confidence,
curiosity and enthusiasm, readily exploring their environment and sharing their experiences
with others.
Leaders promote attendance effectively through clear policies and procedures. Staff
understand and implement these consistently, supporting regular attendance and continuity
in children's learning and development.
Inclusion Strong standard
Leaders place inclusion at the centre of practice and ensure that every child receives the
support they need to achieve their potential. Staff access specialist training and coaching to
develop their understanding of special educational needs and/or disabilities, enabling them
to respond effectively to individual needs. The setting prioritises early identification through
clear assessment and information-gathering procedures. During induction, staff work closely
with parents and carers. They gather valuable information and observe children to establish
their current stage of development and identify any barriers to learning.
Leaders and staff create personalised plans with clear targets that support progress from
each child's starting points. They review these plans regularly and collaborate with families
to complete documentation and referrals when additional support from external
professionals is required. Staff implement recommendations from specialist services and
monitor outcomes carefully to ensure that children continue to make progress.
The setting uses adaptations, targeted resources and visual supports, including 'Now and
Next' boards, which help children understand routines and expectations. The learning
environment, furniture and resources meet the needs of children across different ages and
stages of development. Plans for a new building further demonstrate the commitment to

Expected standard
inclusion by providing accessible spaces that accommodate individual needs. Leaders also
use additional funding strategically to purchase resources that promote development, both
within the setting and at home.
Achievement Expected standard
Children engage positively in their learning and form secure attachments with staff, which
supports their emotional wellbeing and confidence. As they move through the nursery, they
explore the environment and resources with increasing independence. Staff encourage
children to develop self-help skills and take responsibility for everyday tasks. This is evident
during mealtimes, where babies learn to feed themselves, toddlers pour their own drinks
and serve food, and pre-school children independently collect meals, serve themselves and
manage their drinks.
Children demonstrate enthusiasm for stories, songs and rhymes, joining in with familiar
phrases and developing their listening and communication skills. They use their
imaginations creatively during play and apply their learning across a range of experiences.
Children typically make progress from their starting points across all areas of learning. This
includes children with special educational needs and/or disabilities and those facing
additional barriers to learning or wellbeing. However, some children continue to have gaps in
aspects of mathematical learning.
Children's welfare and wellbeing Expected standard
Leaders and staff implement effective systems that promote children's wellbeing and welfare
throughout the setting. Leaders have a clear understanding of the local community and the
needs of families, which enables them to provide targeted support and create an inclusive
environment. An effective key-worker system helps children form secure attachments,
supporting their emotional wellbeing and sense of security. Staff respond sensitively to
children's needs and help them develop strategies to regulate their emotions.
Staff promote physical development through daily access to outdoor play and large indoor
spaces, encouraging movement and exploration. Children will benefit further from the
expanded outdoor area, once the building project is complete. Enhancements, including
yoga sessions and sports coaches, further support children's physical development while
promoting emotional wellbeing, confidence and resilience. Leaders encourage healthy
lifestyles through well-organised snack and mealtime routines. Children enjoy fresh fruit,
vegetables and home-cooked meals, prepared by an on-site chef. Clear procedures identify
allergens and manage allergies and ensure that staff receive accurate information to keep
children safe.
Children develop increasing independence during mealtimes. Younger children pour their
own drinks, while older children serve themselves at lunchtime, demonstrating clear
progression in their self-help skills. Staff work closely with parents and carers to maintain

consistent routines for sleeping, feeding and weaning. These practices help children feel
safe, respected and confident. Most children manage hygiene routines independently.
However, this is not always promoted consistently by all staff.
Curriculum and teaching Expected standard
Leaders have established a clear curriculum that reflects the needs and interests of children
and supports their development across all areas of learning. Staff access training so that
they understand the curriculum intent and generally implement it effectively. Staff work
collaboratively to plan experiences that build on children's interests, prior learning and
individual next steps. As a result, children, including those with special educational needs
and/or disabilities, make progress that is appropriate to their age and stage of development.
The curriculum places emphasis on physical skills and personal, social and emotional
development. Staff provide opportunities for children to develop coordination, balance and
control through outdoor play and physical challenges. They also foster secure relationships
that help children recognise, express and manage their emotions. Leaders further enrich the
curriculum through specialist experiences, including yoga, sports and Spanish sessions.
Communication and language are a key intent of the curriculum. Stories, songs and rhymes
feature throughout the daily routine and generally support children's listening and language
skills. Staff model vocabulary, comment on children's experiences and use discussion and
questioning to promote thinking. However, the quality of interactions is not yet consistent
across all rooms and staff. Consequently, some children do not benefit fully from
opportunities to develop their vocabulary, communication skills and engagement in learning.
Early mathematics is not yet as effective as other areas. While children develop counting
and number skills, opportunities for other areas of mathematics are limited. Leaders
acknowledge that focused training is required to support staff knowledge of wider
mathematical concepts to ensure that they are taught with greater depth and consistency.
Leadership and governance Expected standard
Leaders generally demonstrate a clear understanding of the setting's strengths and areas
for development. They regularly reflect on practice, evaluate provision and take purposeful
action to drive continuous improvement. Leaders hold high aspirations for all children and
ensure that assessment information identifies barriers to learning early, enabling staff to
meet children's individual needs from the outset.
Leaders establish clear policies and procedures that support the effective management of
the nursery. They provide a structured induction programme for new staff, which includes an
induction plan and knowledge quizzes to check understanding of key information and
expectations. Leaders also maintain a clear supervision system that supports accountability,
professional dialogue and continuous development.
Professional development remains a priority. Leaders provide training opportunities and
monitor their impact on practice to ensure that staff apply new knowledge effectively.
Partnership working across the nursery group enables leaders and staff to share expertise,
policies and successful approaches. Leaders recognise the needs and interests of children

and ensure that the curriculum remains broad, engaging and enriched through regular
enhancements.
Leaders give staff wellbeing careful consideration. They provide time and support for staff to
complete administrative tasks, carry out wellbeing checks and offer access to additional
support where needed. Reward systems acknowledge staff contributions. Although systems,
procedures and policies are in place, not all staff implement them consistently. This
inconsistency results in variations in practice, meaning that some children do not
consistently receive the highest-quality opportunities for interaction. Parents and carers
value the setting and appreciate the care and support their children receive. Leaders also
promote regular attendance effectively.
What it's like to be a child at this setting
Children thrive in this welcoming and nurturing nursery, where staff place their wellbeing,
learning and development at the centre of everything they do. From the moment children
start, staff work closely with parents and carers to gather detailed information about their
interests, routines and starting points. This enables staff to create meaningful learning
experiences that capture children's curiosity and build successfully on their existing
knowledge and skills.
Children benefit from consistent routines and secure relationships with caring adults. Staff
know children well and respond sensitively to their individual needs, helping them to feel
safe, valued and emotionally secure. Babies demonstrate growing confidence as they smile,
babble and clap in response to familiar adults. They seek reassurance when needed and
readily engage in interactions with staff.
Across the nursery, children enjoy a broad range of engaging experiences that enrich the
curriculum. Older babies participate enthusiastically in yoga sessions, following stories and
attempting movements with encouragement from staff. They use resources to practise
breathing techniques and relaxation, supporting their emotional wellbeing and self-
regulation. Toddlers show excitement as they match pictures of minibeasts and eagerly
attempt to name them. Staff acknowledge their efforts and encourage participation, which
helps children develop confidence in their communication.
Pre-school children explore their environment with increasing independence. They take
turns, share resources and engage in conversations with their peers and adults. These
experiences support the development of communication, social skills and positive
relationships.

Inspector:
Amanda Picken
About this setting
Unique reference number (URN): 2783810
Address:
15 Station Road
Aldridge
WALSALL
WS9 0BL
Type: Childcare on non-domestic premises
Registration date: 30/04/2024
Staff work in partnership with parents to understand and respond to the needs of each
family. They adapt provision where necessary to reduce barriers to learning and
participation. This inclusive approach helps children make progress and ensures that
families feel respected and supported. Leaders also promote the importance of regular
attendance, helping children benefit fully from the opportunities available to them.
Next steps
Leaders should deliver targeted coaching and training to strengthen the quality of
interactions and promote consistency of practice for all staff.
Leaders should target professional development to strengthen the provision of
mathematics, ensuring that all aspects of early mathematics are embedded to improve
outcomes for children in this area.
About this inspection
The inspector spoke with children, leaders, staff and parents and carers during the
inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Registered person: Middleton Daycare Group Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Walsall
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
55
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention

The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026

© Crown copyright